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Institutional Effectiveness, Success, and Equity
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Research-based Equity Efforts

As a designated Hispanic Serving Institution (HSI), it is evident our college serves a highly diverse student population. Gaining awareness and understanding how race intersects in the academic experience of our students is of critical importance in efforts to provide our practitioners strategies for improving classroom culture and fostering student success to eliminate equity gaps. With research literature on the educational achievement gaps in the United States guiding our way forward, we acknowledge that historically the largest achievement gaps in this country are due to racial disparities. That being the case, the focus in our efforts begin with the impact of race then shifts to addressing other historically marginalized groups on our campus, including but not limited to students with disabilities, foster youth, veterans, LGBTQ+ students, Muslim students, undocumented students, currently and formerly incarcerated students, and immigrant populations such as Chaldean students. With intersectionality, we also acknowledge that many of our students of color do fall within multiple categories. 

Race/Ethnicity Students in Fall 2018
# %
White* 4,121 46%
Latinx 3,040 34%
Two or more 707 8%
African American/Black 501 6%
Asian 280 3%
Filipino 204 2%
Native American 51 1%
Pacific Islander 29 <1%
Unknown/Not Reported 69 1%
 *Disaggregation of Middle Eastern student population pending 

Well known scholars in the field of education and critical race theory, such as Gloria Ladson-Billings (1995) and Geneva Gay (2013), along with others such as Donaldo Macedo, Paulo Freire, Tara Yosso, and Tyrone Howard, identified that sociolinguistic explanations have failed to include the larger social and cultural contexts of students, and cultural ecologists have failed to explain student success. They predicated the need for a culturally responsive theoretical perspective on the growing disparity between the racial, ethnic, and cultural characteristics of teachers and students along with the continued academic failure of students of color. This invaluable work to help address these issues in education supported the establishment of Equity-minded Teaching and Learning efforts such as Culturally Responsive Teaching and Culturally Relevant Teaching. Our approach to promote equity-minded teaching and learning practices at Cuyamaca College have been informed by the efforts of such scholars in addressing equity gaps in education.  

 
In support of increasing student achievement and remedying the growing disparity between the racial, ethnic, and cultural characteristics of teachers and students, scholars such as Robin DiAngelo have focused their work on understanding the role of the practitioner and Whiteness in the United States. Her work is critical in each practictioner's journey to become equity-minded in their approaches working with all students, regardless of the practitioner's own race and ethnicity.   

Additional Equity Research

Last Updated: 10/17/2019

Contact

Jesús Miranda, M.S.
Associate Dean of Student Equity and Engagement
Email: Jesus.Miranda@gcccd.edu
Phone: (619) 660-4007

  • GCCCD
  • Grossmont
  • Cuyamaca
A Member of the Grossmont-Cuyamaca Community College District